О различных способах и формах организации этапа рефлексии уже много сказано и написано. Однако, всё гениальное, как всегда, оказывается самым простым. Недавно наткнулась на статью электронного издания для педагогов и родителей All About Adolesent Literacy .  Известные специалисты в области педагогического образования, профессора  университета в Сан-Диего Дуглас Фишер и Нэнси Фрей предлагают способ доступно и enough to go by , не только как узнать в конце урока, чему обучающиеся научились и что думают о полученной на уроке информации, но способ развития критического мышления через рефлексивное письмо.

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The Exit-Slip strategy requires students to write responses to questions you pose at the end of class. Exit Slips help students reflect on what they have learned and express what or how they are thinking about the new information. Exit Slips easily incorporate writing into your content area classroom and require students to think critically.

There are three categories of exit slips (Fisher & Frey, 2004):

    • Prompts that document learning,
      • Ex. Write one thing you learned today.
      • Ex. Discuss how today’s lesson could be used in the real world.
    • Prompts that emphasize the process of learning,
      • Ex. I didn’t understand…
      • Ex. Write one question you have about today’s lesson.
  • Prompts to evaluate the effectiveness of instruction
    • Ex. Did you enjoy working in small groups today?

Other exit prompts include:

  • I would like to learn more about…
  • Please explain more about…
  • The most important thing I learned today is…
  • The thing that surprised me the most today was…
  • I wish…
  • Benefits

Exit Slips are great because they take just a few minutes and provide you with an informal measure of how well your students have understood a topic or lesson.

Create and use the strategy

  • At the end of your lesson or five minutes before the end of class, ask students to respond to a prompt you pose to the class.
  • You may state the prompt orally to your students or project it visually on an overhead or blackboard.
  • You may want to distribute 3X5 cards for students to write their responses on or allow students to write on loose-leaf paper.
  • As students leave your room they should turn in their exit slips.
  • Review the exit slips to determine how you may need to alter your instruction to better meet the needs of all your students.
  • Collect the exit slips as a part of an assessment portfolio for each student.
  • References

    Fisher, D., and Frey, N. (2004). Improving Adolescent Literacy: Strategies at Work. New Jersey: Pearson Prentice Hall.

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